Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills

Recent research has shown that inquiry‐based learning and project‐based learning (PBL) are better than the traditional didactic approach in promoting various learning outcomes. There is also a large literature on how collaboration among different teachers can enhance student learning. In Hong Kong, inquiry‐based learning has been integrated into the General Studies curriculum. This study investigated the effects of an intervention that used a collaborative teaching approach and inquiry project‐based learning on the development of primary students' information literacy and information technology skills. Students in a Hong Kong primary school completed two inquiry‐based group projects as part of their General Studies curriculum. A collaborative teaching approach involving three teachers with different specialties (Language [Chinese], IT, and General Studies) and a school librarian was taken in guiding students through the two projects. Results indicated the positive impact of collaborative teaching and inquiry PBL on the development of students' information literacy and IT skills.

Information literacy has become more important as more information is produced and communication has become easier. Better information skills are vital for individuals working in governmental organizations as well as in the business sector. Employees are expected to be confident and competent in interacting with information in their workplaces in order to deliver better service to customers and to the public. This study examines the differences in information literacy skills (ILS), computer literacy skills (CLS), and frequencies of use of information sources (FIS) among police officers, based on their socio-demographic characteristics, namely education, departmental affiliation, ranks, and experience. Information literacy process models developed in an educational environment are combined to explore information literacy process in the workplace. Bivariate and multivariate analyses indicated significant differences of ILS and CLS based on education, departmental affiliation, and ranks but no difference for experience. In addition, there were differences of FIS for all demographic variables except departmental affiliation. The findings of the study may guide both future researchers in the process of developing new models in understanding information literacy process and the managers in police organizations in planning better training programs by considering information and computer literacy skills and use of information sources of police officers.

This study examined media and information literacy (MIL) skills in the use of electronic information resources among senior secondary school students in Ibadan North West Local Government Area (LGA), Oyo State, Nigeria. A descriptive survey design was adopted, with a population of 3,103 SS2 students across 13 public senior secondary schools. A multi-stage sampling technique was used: in the first stage, seven schools were randomly selected using the balloting method, and in the second stage, 484 students (30%) were selected proportionately. A structured questionnaire was used for data collection, comprising four sections: Section A captured demographic data, Section B measured information literacy skills (15 items), Section C assessed media literacy skills (15 items), and Section D examined the utilisation of electronic information resources (15 items), all rated on a four-point Likert scale. Descriptive statistics, including frequency counts, percentages, means, and standard deviations, were used to analyze research questions 1 to 5, while Multiple Regression was used for questions 3 to 8. The Pearson Product-Moment Correlation was used for hypothesis testing. Findings revealed significant positive relationships between media literacy skills (r = 0.38) and information literacy skills (r = 0.577) with the utilization of electronic information resources. Jointly, media literacy and information literacy accounted for 47.5% of the variance (F(484) = 217.841, Adj. R² = 0.475). Information literacy emerged as the stronger predictor (β = 0.574), followed by media literacy (β = 0.377). The study recommends incorporating media and information literacy education into the curriculum to enable students to effectively access, evaluate, and utilize electronic information resources.

PurposeThis study aims to examine the instruction of basic information literacy (IL) skills taught to the socio‐economically disadvantaged students in the Educational Opportunity Program (EOP) at Rider University in summer 2011. The study set out to determine how the beginning IL levels of EOP freshmen differ from those of other freshmen, their learning outcomes, and retention of IL as a means to improve future research instruction.Design/methodology/approachFaculty of a speech communication class and two librarians collaborated in integrating IL in the class assignments of the 2011 summer EOP program. The assessment tools include identical pre‐ and post‐tests, a second post‐test with different multiple correct answer questions, a survey about students' perceptions of their IL training, and the teaching faculty's observations of EOP students' research skills.FindingsEOP freshmen are equivalent to the peer freshmen in their low levels of IL skills. The findings suggested that EOP freshmen complete IL instruction with stronger IL skills. The second post‐test revealed that many students were confused about some basic IL concepts. Faculty's observation of students' information literacy skills concurs with the pre‐ and post‐tests.Originality/valueThis study fills a void in the literature on recent research of information literacy skills of socio‐economically disadvantaged college students. The multi‐correct answer questions employed are valuable but rarely employed in studies or discussed in the literature. The collaboration of faculty and librarians in assignment design is valuable as an increasing number of faculty are utilizing librarians to teach the necessary IL skills needed in today's curricula.

This research paper delves into the Information Literacy (IL) skill development strategies implemented by Senior High Schools (SHSs) in the Tolon District of Northern Ghana. The study employs a phenomenological approach and qualitative method to explore the perspectives of students, teaching staff, and management within these institutions. Through purposive sampling and focus group interviews, the research investigates both the institutional and individual efforts in enhancing IL skills of students. The findings illuminate the proactive measures taken by SHS management, including fresh students’ orientation programs and dedicated library time and creation of conducive learning environment. There is no IL course in the curriculum of the SHS. The findings further reveal that teaching staff, recognizing the significance of IL, employ varied strategies to enhance students' IL skills. Despite these efforts, a noteworthy challenge emerges: teaching staff lack the requisite IL skills. Finally, students of these institutions rely on Google, teachers, parents and colleagues for the needed information. The research recommends a holistic approach to IL education, incorporating policy reforms, teacher training programs, and targeted interventions to address the identified challenges.

Purpose – This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts, increase student engagement and recruit majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices. Design/methodology/approach – The author created a game development exercise which was implemented in three different sections of an introductory technology course. Students who participated were surveyed about their experiences. In addition, the author considers information technology (IT) skills and aspects of authentic learning which are achieved through this assignment. Findings – Initial findings suggest that students found the gaming assignment offers an opportunity for students with no prior programming skills to create software within a controlled and supportive environment. It allows them to demonstrate their understanding of coding principles, including identifying objects and interactions, and that creating software requires a developer to specify exact instructions for the computer to follow. Research limitations/implications – This study is limited to results from one semester and a small number of students participating. In addition, student frustration with the complicated process of publishing games online may have influenced student attitudes toward the assignment. Practical implications – Challenges of implementing this study on a larger scale are discussed. Social implications – Creating games encourages collaborative learning through trial and error, and students who share their games with friends to play on their devices achieve a sense of pride. Originality/value – While most studies of game development emphasize the programming skills that are developed through creating computer games, this paper looks at a larger scope of digital literacy and IT skills achieved, as well as opportunities to perform tasks often completed by IT professionals.

Secondary teachers and information literacy (IL): Teacher understanding and perceptions of IL in the classroom

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

Using a case study approach, 36 students were surveyed about the development of Information Technology (IT) skills during their pre- and in-service training programme for trainee teachers for the Further Education (FE) sector. A short questionnaire was developed and used to assess student capability and attitudes towards IT in the FE Curriculum after they had completed a specific IT module. The results show that the type and range of IT use continues to be limited, with most respondents emphasising standard applications packages such as word processing, spreadsheet and presentation packages for the preparation of teaching materials. There was little evidence produced of IT use within teaching practice classrooms or the use of computer-assisted learning in specific subjects. Overall, as a result of their experiences on the optional IT module, the trainee teachers reported significant gains in IT skills relevant to teaching and learning. Additionally, their desire to use IT increased significantly. The principal factors reported as facilitating the greater use of IT in their work were the provision of suitable study programmes (modules), encouragement by teacher-training staff and on their view of the importance of IT in teaching. Factors which were reported as inhibiting greater use of IT were lack of time, limits on access to facilities, and IT phobia. The author recommends that further research is carried out on a range of examples of effective and innovative classroom use of IT to enable the progressive enrichment of the IT experiences of FE teachers.

Information technology (IT) skill shortages appear at the market level occasionally—usually for emerging technologies, unanticipated challenges, and/or unresolved issues such as systems security. Even when a market-level skill shortage does not exist, a firm can still suffer from skill shortages for its critical information system (IS) project and/or IT operations unless the firm plans and manages its needs for IT skills. This chapter first surveys IT skills at the market level and then at the firm level to gain a perspective on the issues. Attention turns to the nature and characteristics of skills in general—not just IT skills—by reviewing past literature. The management of skills is deeply rooted in the management of knowledge, skills, and abilities (KSAs) and human resource practices of the firm. Key issues and lessons are drawn from the literature in those areas. We conclude by considering the nature and characteristics of IT skills in developing an agenda for the effective management of IT skills.

This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies.

Information literacy (IL) skills are increasingly becoming acknowledged as vital lifelong skills, necessary to thrive in education, research and the workplace. IL is taught in a variety of formats in higher education. The purpose of this study is to examine the use of drop-in sessions as an effective format to meet the need for ongoing IL teaching. Although research has previously been carried out on various formats of IL teaching, there is little research specifically investigating the effectiveness of drop-in sessions. This study aims to add to the current body of knowledge by examining the experience of providing drop-in IL sessions at the Medical and Dental Libraries at Queen Mary University of London. These sessions have now been running for five years and data has been gathered from attendance statistics, evaluation forms and follow-up questionnaires in order to evaluate their effectiveness for teaching IL skills. The study shows that drop-in sessions can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment. Good attendance figures, high levels of satisfaction and the perceived positive impact on IL skills demonstrate that drop-in sessions can be used as an effective format for IL teaching. The study provides evidence of good practice for those looking at how best to provide ongoing IL teaching.

Purpose – This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information. Design/methodology/approach – A comprehensive instrument encompassing the basic information literacy (IL) skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of eight schools comprising 3,164 students participated in this study. Findings – It was a matter of concern that various kinds of libraries, including school libraries, were found to be under-utilized. From the test that was administered to assess the IL skills of students, the results were found to be generally unsatisfactory as each of the major categories of IL skills recorded a score that is below 50 (out of a maximum of 100) except for “task definition”. For skills related to “information seeking strategies”, “location & access” and “information use”, the types of schools, academic streams of study, and students' family background seemed to have significant influences. Originality/value – This study is the first large-scale survey conducted in Singapore that sought to test the IL skills of secondary school students. The findings are useful in assessing the current effectiveness of IL integration, and the need for a more planned approach towards IL competency training within the school curriculum in Singapore.

This paper is a report of a review to describe and discuss the psychometric properties of instruments used in healthcare education settings measuring experience and attitudes of healthcare students regarding their information and communication technology skills and their use of computers and the Internet for education. Healthcare professionals are expected to be computer and information literate at registration. A previous review of evaluative studies of computer-based learning suggests that methods of measuring learners' attitudes to computers and computer aided learning are problematic. A search of eight health and social science databases located 49 papers, the majority published between 1995 and January 2007, focusing on the experience and attitudes of students in the healthcare professions towards computers and e-learning. An integrative approach was adopted, with narrative description of findings. Criteria for inclusion were quantitative studies using survey tools with samples of healthcare students and concerning computer and information literacy skills, access to computers, experience with computers and use of computers and the Internet for education purposes. Since the 1980s a number of instruments have been developed, mostly in the United States of America, to measure attitudes to computers, anxiety about computer use, information and communication technology skills, satisfaction and more recently attitudes to the Internet and computers for education. The psychometric properties are poorly described. Advances in computers and technology mean that many earlier tools are no longer valid. Measures of the experience and attitudes of healthcare students to the increased use of e-learning require development in line with computer and technology advances.

Students often struggle to solve complex mathematical problems in real-world contexts due to low information literacy skills. To improve information literacy skills, an effective learning approach can be RBL-STEM, which provides research-based learning and can be practically applied in the real world. This study aims to investigate RBL-STEM activities, describe the process and results of developing RBL-STEM materials, and analyze data from the results of developing these materials to improve students’ information literacy skills. The method of research used is research and development (R&D). The purpose of this research is to develop RBL-STEM materials and produce learning material products in the form of semester learning plans, student assignment designs, student worksheets, and learning outcomes tests. The results of the materials development showed validity with a validity criterion of 92.75%. The trial was conducted with 40 students, and the implementation using the RBL-STEM materials was found to be practical with a practical criterion of 98.75% and effective with an effectiveness criterion of 94%. In addition, the students were highly engaged and responded very positively to the learning experience. Pretest and posttest analysis showed an increase in students’ information literacy in solving the rainbow antimagic coloring problem. The study also identified three levels of information literacy skills: high, medium, and low. Statistical analysis, phase portrait, NVivo, and word cloud confirmed the research findings and showed an increase in students’ information literacy skills. Thus, RBL-STEM has the potential to improve students’ information literacy in real-world contexts, such as the application of ETLE using graph neural network techniques.